Content and objectives

This section includes a general consideration of the learning outcomes that a Unit is designed to achieve and the appropriateness of the curricular Objectives and content in developing these outcomes.

• Does the curricular content of the Unit have academic integrity and coherence?

• Is it at an appropriate level in the course or program?

• Does it meet relevant professional requirements?

• Does the Unit clearly complement rather than overlap or duplicate others?

• Do the various components that make up the Unit integrate with or reinforce one another? 

• Are the Unit's learning objectives clear?

• Are the objectives described in terms of student performance? 

• Are full descriptions of the Unit's curricular content and its learning objectives provided to students?

• Do students properly understand the descriptions? 

• Does the Unit include major curricular objectives as identified in the Monash Plan and Learning and Teaching Operational Plan?

Teaching methods

This section seeks to ensure that teaching methods are selected to best support the learning processes through which students will achieve the designated learning outcomes identified in the objectives.

• Are the teaching methods used consistent with the learning processes that are necessary to meet the learning objectives?

• Have alternative approaches been considered? 

• Is there a generally supportive climate in the Unit?

• Do the Unit's teaching staff exhibit an enthusiasm for the Unit and its teaching?

• Do the students feel comfortable in contributing, questioning and commenting? 

• Has the rationale behind the use of teaching methods been explained to students? 

Assessment procedures

This section seeks to ensure that assessment tasks provide direct evidence of students' progress towards attainment of the learning objectives. It includes the development and systematic use of marking and grading procedures and the criteria upon which these are based (summative assessment). It also includes the provision of feedback during the learning process in order to guide and support learning (formative assessment). There is a need to clearly differentiate between the summative and formative aspects of assessment.

• Do the assessment tasks clearly relate to the learning objectives?

• Does formative assessment comprise part of the assessment strategy?

• Is it clearly differentiated from summative assessment?

• Is feedback timely?

• Does feedback provide clear indications of how improvements can be made?

•  Have the criteria for assessment been adequately described?

• Are there descriptions of the performance required for each level of mark awarded?

• Have the criteria for assessment and the processes for submission, marking and appeal been made clear to students?

• Are grade and mark distributions regularly compared with those of similar Units?

Student workload and study behaviour

This section concerns attempts to ensure that workload is reasonable, reflects the primary aims of the Unit and takes account of student background. The provision of support to students is also identified as a concern.

• Has information been gathered on workload for the Unit?

• Does workload correspond to the weighting of the Unit?

• Is workload reasonably spread? 

• Does the time spent by students reflect the emphases of the learning objectives, teaching methods and assessment tasks? 

• Has information been gathered on the background of students and their knowledge, experience and reasons for taking the Unit? 

• Are there procedures for monitoring student-learning behaviour and for providing individual advice, learning support and counselling?

Routine evaluation

This section considers the process of routine evaluation. Routine evaluation includes the various routine and ongoing attempts that teachers make to obtain feedback on teaching between the more formal and infrequent evaluations and reviews. Routine evaluation may comprise one or two of the data sources discussed and may usefully feed into the process for formal Unit evaluation.

• Are routine processes in place to gather student and other feedback on the organization and teaching of the Unit? 

• How is feedback used to monitor and improve the Unit? 

• How are students informed of the use made of feedback information? 

Expertise of teaching staff

This section is concerned with ensuring that staff teaching the Unit has appropriate Unit matter and teaching expertise.

• Do the teaching staff have the appropriate level of Unit matter expertise and familiarity with the content?

• Do the teaching staff have appropriate expertise in the teaching and assessment methods used?